The complex relationship between screen time and child development

Screen time is one of the most widely discussed parenting issues in today’s digital world. Headlines warning about the dangers of excessive screen use appear regularly, often presenting the issue in stark terms. Yet the research tells a far more nuanced story. 

Screen time and social media use among kids and teens are common and legitimate concerns for many parents and caregivers and Dr. Sheri Madigan, a professor of psychology in the Faculty of Arts, is often asked to share her evidence-based perspective. Madigan, who will be speaking on this issue at the upcoming Owerko Centre Conference on June 9, emphasizes that there is no simple or universal answer. 

“It’s not a black-and-white issue,” says Madigan, PhD, a Tier I Canada Research Chair in Child Mental Health and Wellbeing. “One of the problems we face as researchers is that we’re often asked to take one side or the other, which creates a polarized debate in the field, and makes it really confusing for parents. It requires a more nuanced approach, and that nuance is often lost in the broader conversation.”  

Madigan points to the “Goldilocks hypothesis,” which suggests that, while excessive screen time can be harmful for children’s development and mental health, so too can a complete ban on screen use.

“Most adolescents now communicate through apps like Snapchat and other messaging platforms,” Madigan explains. “Some teens without smartphones struggle because they’re not able to stay in touch with their friends. There’s this whole universe of communication that they’re not a part of, and as a result, they can feel left out, which also affects their mental health.” Current research suggests the healthiest approach to screen time may lie somewhere in the middle, with moderation playing an important role.

“But that’s very developmentally specific,” Madigan is quick to add. She stresses that these findings are highly dependent on age and developmental stage. “In the case of the Goldilocks hypothesis, we’re talking about adolescents — but we don’t have the same evidence or framework for younger children.” 

Madigan’s research explores child mental health, parenting and parent-child relationships, with digital media and screen use playing a big role in her work. Earlier this year, the American Academy of Pediatrics released a new policy statement on screen time; Madigan was the only Canadian contributor, a credit to her expertise in this area of research. 

When it comes to screen time, she says, not all use is created equal. “Three hours of screen time on a smartphone may be very different for toddlers versus teens,” Madigan says. “You really must consider a child’s age and developmental stage.” 

For younger children, higher levels of screen time are more concerning. “Children under two generally don’t learn new words and skills from watching screens,” Madigan explains. At this age, they are rapidly developing foundational skills, like learning to talk, walk, and communicate, and, when they’re on screens, they’re missing opportunities to practice and master these important developmental milestones. 

“Many corporations have promoted the idea that children can become more intelligent by watching screens, but the evidence doesn’t support that — especially for very young children,” she says. “For children over the age of two, there can be some small benefit, especially if the content is educational or if caregivers are actively supporting learning by explaining what the child is seeing.

“Nothing replaces face-to-face caregiver-child interaction though — kids learn best from people, not screens.”

It’s also common for "screen time" and "social media" to be discussed interchangeably. “As researchers, we need to disentangle those two things,” says Madigan. “Screen time can include many things. It can include social media, yes, but it can also be used for gaming or watching movies or shows.” The type of screen use matters significantly; there’s a big difference between a young person passively scrolling on social media for hours compared to sitting with a family member to enjoy a movie together. “There’s a lot of value in having a shared experience around screens, together, because it can promote a sense of connection.” 

Co-viewing and shared engagement were key elements in the paediatric guidelines Madigan helped develop. The recommendations also emphasized the importance of the broader “digital ecosystem” surrounding children and adolescents. “Screens are completely embedded in our society,” says Madigan. “It can’t just be the responsibility of parents to think about this. Schools, educators, policymakers, researchers and communities all have a role to play in creating healthy boundaries and supporting children in digital environments.” 

Researchers from a vast landscape of disciplines can contribute important insights into this topic, including psychology, sociology, education, social work, communications and various fields of medicine. The work of researchers and experts plays an important role in this ongoing conversation. As digital technologies become increasingly integrated into everyday routines, Madigan believes thoughtful, evidence-informed conversations will remain essential.

Owerko Centre Conference addresses complex issues

The Owerko Centre Conference will bring together researchers, faculty, trainees, and community members representing a broad spectrum of disciplines and perspectives, examining some of the most complex issues that today’s families are navigating.  

“Families today are navigating incredibly complex issues,” says Dr. Susan Graham, PhD, director of the Owerko Centre. “This conference brings together leading researchers and community voices to share evidence-informed perspectives and practical insights that can help support children and families in meaningful ways.”

Madigan and Graham will be joined by leading researchers and community experts for a full day of engaging talks and discussion. 

• Dr. Francis Vergunst, DPhil/PhD, will join remotely from the University of Oslo to present Climate Change and Children’s Mental Health: What Does the Evidence Show?
• Dr. Ripudaman Singh Minhas, MD, will join from the University of Toronto to discuss Co-Creating Trust in a Digital Age: Community Engagement Lessons from Our Kids’ Health.
• Dr. Suzanne Tough, PhD, professor in Paediatrics and Community Health Science at UCalgary, will lead a panel discussion exploring the role of community in supporting children and families. Panellists will include Dr. Sheri Madigan, Dr. Ripudaman Singh Minhas, Sara Austin from Children First Canada, and Pam Krause from the Centre for Sexuality. 

Registration for the Owerko Centre Conference is open until June 2. Additional information and registration details are available through the Owerko Centre website.